Oh so now we're gonna include it? (Friction); 50 minutes + 30 minute extension.
State Standards:
PS3 (9-11)–9 Students demonstrate an understanding of forces and motion by…
9b using Newton’s Laws of Motion and the Law of Conservation of Momentum to predict the effect on the motion of objects.
National Standards:
CONTENT STANDARD B: As a result of their activities in grades 9-12, all students should
develop an understanding of...
Motions and forces
Context of Lesson:
This lesson serves as a realistic reinforcement of physics. Up until this lesson students have been told to ignore air resistance, ignore friction, ignore energy dissipation, and sound production. However, all of these do apply to physics systems and should eventually be considered. For instance, in this lesson students are presented with friction. Friction is defined as a force that opposes motion due to the microscopic inconsistencies found in ALL surfaces (even the smoothest). However, this is a complex force that is broken down into three subcategories which all have equal importance. This lesson provides the catalyst for students to further advance their knowledge in forces by adding another force that is direction proportional the ones they have learned in the prior lessons. With this knowledge students should be able to simply "add" friction into any of the previously completed problems (only making them more complex). Some of the major goals of this lesson are:
Understanding that friction is a force
Defining "Static Friction"
Defining "Kinetic Friction"
Defining "Rolling Friction"
Distinguish between a variety of situation and declare what type of friction is present
Complete 1-D problems involving F=ma and friction
Complete 2-D problems involving F=ma and friction
Begin the process of making predictions about how friction is a direct contributor to air resistance
Opportunities to Learn:
In this lesson the students will watch a video of their peers using a slip 'n slide. This video should hopefully coerce the students into thinking why the slip 'n slide works. Why don't the students simply slide down a ramp of concrete, or sandpaper? The students will be introduced to three types of friction. The students will complete a jigsaw activity to solve problems in the back of the book. To help alleviate the short amount of time we have to work in class the students will teach each other how to complete the problem they mastered. Therefore, having both groups understand group A's problem and group B's problem. The problem will count as homework credit and the correct solution will be posted on the class Wiki later that night.
Depth of Knowledge:
-As discussed in the objectives and main lesson plan, the depth of knowledge in this lesson is focused in the following categories:
Remembering
Understanding
Applying
Analyzing
Evaluating
Prerequisite Knowledge:
The students will need all the knowledge they learned from the previous lessons on Newton's laws to succeed in this lesson. This lesson will add yet another force to the ever-growing list of forces these students will be introduced to.
Plans for Differentiating Instruction:
Due to the apparent risk within the jigsaw activity of the students teaching each other the wrong thing; the correct solution will be posted on the class Wiki that night and the students will be notified that the assignment will count for a grade so having it correct counts. This is will allow even the less motivated students to check online to see if their work is correct. In which case i have at least made them look at the problem twice.
Accommodations and modifications:
Environmental factors:
Materials:
YouTube video
Books
Ditto
Objectives:
Some of the key focuses of this lesson include the following:
Understanding that friction is a force
Defining "Static Friction"
Defining "Kinetic Friction"
Defining "Rolling Friction"
Distinguishing between a variety of situation and declare what type of friction is present
Completing 1-D problems involving F=ma and friction
Completing 2-D problems involving F=ma and friction
Beginning the process of making predictions about how friction is a direct contributor to air resistance
Instruction:
Opening:
First 5 minutes of class:
Settling in and class attendance
5:00-15:00 into class:
Ask the class the following questions and record them on the board
What is friction?
What causes friction to occur?
Are their different types of friction?
Define the 3 types of friction as static, kinetic, and rolling. Write down the equations for each. Will students do anything with "rolling" friction? Is is mentioned in their text? What do you want them to understand about each type of friction?
What are students' likely misconceptions about friction? What experiences will you provide that address these misconceptions?
15:00-25:00 into class:
Watch video of high school students enjoying a slip 'n slide.
Discuss what the purpose of the water on the slip 'n slide has. Stop the video at different points and comment on different situations to classify which type of friction is present.
Engagement:
25:00-40:00 into class:
Do example 4.10 and 4.11 in the book to compare how much faster/slower you can move something by pulling it at an angle (to reduce friction).
Jigsaw: Have the students work in pairs to complete problems at the end of the chapter involving friction and 1-D and 2-D motion. Split the pairs into two groups, A's and B's. Each group does a different problem then the A's and B's come together and teach each other how to do their problem they completed.
Closure:
40:00-50:00 into class:
Have every student write down on a small piece of paper some activity they did yesterday or today (anything from driving in the car, to running at track practice, to sledding down a hill).
Then collect all the small pieces of paper and draw one our of the bin and read it to the class. As a class, try to decipher which type of friction was at work during the activity. Do as many pieces of paper as possible.
Assign ditto of problems to review the lesson on friction for homework.
The students will play Jeopardy as a review for the upcoming test. The categories will be the subjects of the lessons and the questions will range from thought-based answers to actual problems-short problems the students have to work out to get points. The students will work in teams and the team will the most points gets how many points their team collects from getting all the answers right in the categories. The losing team will get a bonus on the test to answer (taken direction from the jeopardy game).
Assessment:
-The students will complete a ditto for homework that replicates what was done in class including similar examples. The homework will server as both an artifact and formative assessment for the students and teacher. Based on what the students are struggling on and what they are excelling on should determine the type of questions put on the summative test in the next class.
Rhode Island Department of Education Lesson Plan
Lesson Title:
Oh so now we're gonna include it? (Friction); 50 minutes + 30 minute extension.State Standards:
PS3 (9-11)–9 Students demonstrate an understanding of forces and motion by…National Standards:
CONTENT STANDARD B: As a result of their activities in grades 9-12, all students shoulddevelop an understanding of...
Context of Lesson:
This lesson serves as a realistic reinforcement of physics. Up until this lesson students have been told to ignore air resistance, ignore friction, ignore energy dissipation, and sound production. However, all of these do apply to physics systems and should eventually be considered. For instance, in this lesson students are presented with friction. Friction is defined as a force that opposes motion due to the microscopic inconsistencies found in ALL surfaces (even the smoothest). However, this is a complex force that is broken down into three subcategories which all have equal importance. This lesson provides the catalyst for students to further advance their knowledge in forces by adding another force that is direction proportional the ones they have learned in the prior lessons. With this knowledge students should be able to simply "add" friction into any of the previously completed problems (only making them more complex). Some of the major goals of this lesson are:Opportunities to Learn:
In this lesson the students will watch a video of their peers using a slip 'n slide. This video should hopefully coerce the students into thinking why the slip 'n slide works. Why don't the students simply slide down a ramp of concrete, or sandpaper? The students will be introduced to three types of friction. The students will complete a jigsaw activity to solve problems in the back of the book. To help alleviate the short amount of time we have to work in class the students will teach each other how to complete the problem they mastered. Therefore, having both groups understand group A's problem and group B's problem. The problem will count as homework credit and the correct solution will be posted on the class Wiki later that night.Depth of Knowledge:
-As discussed in the objectives and main lesson plan, the depth of knowledge in this lesson is focused in the following categories:Prerequisite Knowledge:
The students will need all the knowledge they learned from the previous lessons on Newton's laws to succeed in this lesson. This lesson will add yet another force to the ever-growing list of forces these students will be introduced to.Plans for Differentiating Instruction:
Due to the apparent risk within the jigsaw activity of the students teaching each other the wrong thing; the correct solution will be posted on the class Wiki that night and the students will be notified that the assignment will count for a grade so having it correct counts. This is will allow even the less motivated students to check online to see if their work is correct. In which case i have at least made them look at the problem twice.Accommodations and modifications:
Environmental factors:
Materials:
Objectives:
Some of the key focuses of this lesson include the following:Instruction:
Opening:
- First 5 minutes of class:
Settling in and class attendance- 5:00-15:00 into class:
Ask the class the following questions and record them on the board- What is friction?
- What causes friction to occur?
- Are their different types of friction?
Define the 3 types of friction as static, kinetic, and rolling. Write down the equations for each.Will students do anything with "rolling" friction? Is is mentioned in their text? What do you want them to understand about each type of friction?
What are students' likely misconceptions about friction? What experiences will you provide that address these misconceptions?
- 15:00-25:00 into class:
Watch video of high school students enjoying a slip 'n slide.Discuss what the purpose of the water on the slip 'n slide has. Stop the video at different points and comment on different situations to classify which type of friction is present.
Engagement:
- 25:00-40:00 into class:
Do example 4.10 and 4.11 in the book to compare how much faster/slower you can move something by pulling it at an angle (to reduce friction).Jigsaw: Have the students work in pairs to complete problems at the end of the chapter involving friction and 1-D and 2-D motion. Split the pairs into two groups, A's and B's. Each group does a different problem then the A's and B's come together and teach each other how to do their problem they completed.
Closure:
- 40:00-50:00 into class:
Have every student write down on a small piece of paper some activity they did yesterday or today (anything from driving in the car, to running at track practice, to sledding down a hill).Then collect all the small pieces of paper and draw one our of the bin and read it to the class. As a class, try to decipher which type of friction was at work during the activity. Do as many pieces of paper as possible.
Assign ditto of problems to review the lesson on friction for homework.
Extension:
- 50:00-80:00 into class:
The students will play Jeopardy as a review for the upcoming test. The categories will be the subjects of the lessons and the questions will range from thought-based answers to actual problems-short problems the students have to work out to get points. The students will work in teams and the team will the most points gets how many points their team collects from getting all the answers right in the categories. The losing team will get a bonus on the test to answer (taken direction from the jeopardy game).Assessment:
-The students will complete a ditto for homework that replicates what was done in class including similar examples. The homework will server as both an artifact and formative assessment for the students and teacher. Based on what the students are struggling on and what they are excelling on should determine the type of questions put on the summative test in the next class.Reflections
(only done after lesson is enacted)Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency: